1) problem solving models (rti or pbs) essentially mean interventions for everyone in need ◦...
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EBI Network
1) Problem Solving Models (RTI or PBS) essentially mean interventions for everyone in need◦ Essentially any child not responding is considered in
need. 2) No Child Left Behind and IDEIA mandate
accountability, or that we have defensible outcome data on all interventions
3) Traditional models have been focused on spending a great deal of time coming up with recommendations about a child's needs◦ Assessment orientation – Hours of assessment and
report writing followed but meeting time◦ Traditional Consultation orientation – A number of
consultation sessions allowing a consultee to come up with intervention idea
The current dilemma for educational professionals
Design interventions at Tier 1, 2 and even 3 quickly
Collect data in a highly feasible manner A consistent manner of data analysis
that is quick and easy for anyone to do
Only Solution
So…◦More cases◦Higher levels of accountability◦And traditional methods assume there is lots
of time…
The current dilemma for educational professionals
Time is a precious commodity. Educators need to be efficient when problem solving.
Under many circumstances, the most efficient thing to do is to test the easiest hypothesis first, implement an intervention, and monitor and evaluate outcomes.
If that approach fails to improve student performance, then something progressively more time intensive can be attempted until the probable cause of failure is identified. ◦ Also, easier solutions are more likely to be
implemented consistently while solutions which are more time consuming or technically difficult for teachers and support personnel are less likely to be implemented correctly (Gresham, 1989).
Selecting Interventions Quickly: “The Reasonable Hypothesis"
Evidence-based interventions (EBI) are treatments that have proven effective through rigorous outcome evaluations
History of EBI across professions◦Medicine, Clinical and Counseling
Psychology, Education/School Psychology
Where is the list?◦While we will talk about some reputable
sources, there is no official list at this point
What are EBI?
What are EBI in Schools? Tier I EBI – Whole school
best practices Tier II EBI – Functionally
Related Small Group Practices
Tier III - Individually Functionally Based EBI
NOTE – EBI are a very different thing in Tiers 1 and 2 than Tier 3! This is a critical and not well understood issue…
Tier 3 (5%) Functionally Based EBI
Tier 2 (15%)Functionally
Related Small-Group and
Individual EBI
Tier 1 (80%)Evidence-
Based Curricula
Doing What Works by the US Department of Education
What Works Clearinghouse by the USDOE Institute of Education Sciences◦ http://ies.ed.gov/ncee/wwc/
Where is the evidence for Tier 1 and 2 EBI?
EBI are validated for a specific purpose with a specific population
Implication◦EBI are only useful for a range of problems
and as such, must be paired up with the right situation A hammer is an effective tool, but not with a
screw
Tier III- EBI Fine Print I
EBI assumes implementation integrity
Implication◦Changing parts of an intervention, while
typical, can invalidate the EBI◦Ways to change an intervention
Frequency Materials Target Style On and on and on….
Tier III - EBI Fine Print II
EBI are typically validated with large group research, or a series of small group studies
Implication◦EBI have been documented as likely
effective, not surely effective◦Even the most effective interventions are
often ineffective with a specific case◦As such, you cant assume an EBI will always
work
Tier III- EBI Fine Print III
A list of EBI is just a nice place to start
Additional steps◦Need to select EBI that make sense for the
current case◦Need to implement the EBI with integrity◦Need to evaluate the effectiveness in some
manner to see if it worked
Implications of the Fine Print
The Evidence Based
Intervention Network
Created and maintained by the MU, IU and ECU School Psychology Programs
Presents EBI associated with the 5 common reasons for academic and social behavior problems each year
http://ebi.missouri.edu
The Evidence Based Intervention Network
EBI Network Main Page
EBI Network Academic Interventions Page
EBI Network Behavioral Interventions Page
EBI Network Sample Intervention Brief
EBI Network Sample Intervention Modeling YouTube Video
Using this model, a teacher or problem solving team is asked to consider what they think the most likely reasons are for the academic or behavior problems.◦Once selected, these hypothesized reasons are
then used to select interventions. ◦ If there are more than one likely reasons
selected, they should be rank ordered (from most to least likely).
Using the EBI Network For Tier III Interventions
Selected interventions should be customized to the teacher with care not to alter the function◦Change the icing – not the core ingredients
Implement Collect Outcome Data Analyze
The true documentation that an intervention is "evidence based" for a specific case occurs only when there is outcome data indicating a change in the target behavior.
Using the EBI Network For Tier III Interventions
1. Classwide problems2. Student has not learned the behavior3. Inappropriate behavior removes
student from what they do not want to do (escape)
4. Inappropriate behavior gets the student something (typically attention)
5. They have not had to do the behavior in that way before
Common Reasons Why Students Misbehave
Sometime multiple children in the classroom are exhibiting similar behavior problems.
Solution: A classwide behavior intervetion! EBI Network Intervention: Good Behavior
Game◦ http://ebi.missouri.edu/wp-content/uploads/
2011/09/Good-Behavior-Game.pdf
Classwide Problems
It is often assumed that at some level, student “knows” how to behave but simply chooses to misbehave. This assumption must be tested!
Solution: Teach the appropriate behavior
EBI Network Intervention: Sit and Watch◦ http://ebi.missouri.edu/wp-content/uploads/
2011/09/Sit-and-Watch.pdf
Student has not learned the behavior
PBIS has an excellent school wide model of this.◦ Teach Rules in the Context of Routines
Teach expectations directly. Define rule in operational terms—tell students what
the rule looks like within routine. Provide students with examples and non-examples of
rule-following within routine. Actively involve students in lesson—game, role-play, etc. to
check for their understanding. Provide opportunities to practice rule following behavior in
the natural setting.◦ Prompt or Remind Students of the Rule
Provide students with visual prompts (e.g., posters, illustrations, etc).
Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).
EBI - Student has not learned the behavior II
The problem behavior is “working” for the child by allowing them to escape something they don’t want to do.
Solution: Minimize need for the escape! EBI Network Intervention: Antecedent
Modifications◦ http://ebi.missouri.edu/wp-content/uploads/
2011/04/Classwide-Antecedent-Modifications-2.pdf
Proficiency Interventions – Escape!The student doesn’t have to do something when they exhibit the problem behavior
The problem behavior is “working” for the child in some manner.
Solution: Minimize reinforcement for problematic behavior while reinforcing appropriate behavior
EBI Network Intervention: Response Cost Raffle◦ http://ebi.missouri.edu/wp-content/
uploads/2011/09/The-Response-Cost-Raffle.pdf
Proficiency Interventions – Gets Something!The student gets something for exhibiting the problem behavior
1. They do not want to do it◦ Motivation Interventions
2. They have not spent enough time doing it
◦ Proficiency/Speed Interventions
3. They have not had enough help to do it
◦ Proficiency/Accuracy Interventions
4. They have not had to do it that way before, or
◦ Generalization Interventions
5. It is too hard◦ Acquisition Interventions
Five Common Reasons Why Students Fail Academically and What You Can Do About Them (Daly, Witt, Martens and Dool, 1997)
Is the student not able to perform the skill (a skill deficit) or is the student able to perform the skill, but "just doesn't want to“ (motivation deficit)?
Solution: Increase student interest by providing choices and incentives.
EBI Network Intervention: Mystery Motivator◦ http://ebi.missouri.edu/wp-content/uploads/
2011/09/Mystery-Motivator.pdf
They Do Not Want To Do It (Motivation)
Fluent academic behavior takes practice, practice, practice!
Solution: Increase the amount of time that a child can actively engage in a particular academic activity at their instructional or mastery level
EBI Network Intervention: Partner Reading◦http://ebi.missouri.edu/wp-content/
uploads/2011/03/ECU-EBI-Academic-Need-Practice-Partner-Reading.pdf
They Have Not Spent Enough Time Doing It (Proficiency/Speed)
Feedback for student responses may be necessary to assist a student to respond accurately and quickly.
Solution: Increase performance feedback individually or consider use of a group method (e.g. response cards) ◦ If accuracy, use modeling, prompting, and
error correction strategies◦ If fluency, use practice and reinforcement
strategies EBI Network Intervention: Cover Copy
Compare◦http://ebi.missouri.edu/wp-content/uploads/
2011/04/ECU-EBI-Academic-Need-Help-Cover-Copy-and-Compare.pdf
They Have Not Had Enough Help To Do It (Proficiency/Accuracy)
The students have demonstrated the skill before, but are having difficulty applying the skill in a new manner.
Solution: Design tasks to apply skill, and promote recognition of when to apply the skill (and when not to).
EBI Network Intervention: Reinforce Natural Occurrences◦http://ebi.missouri.edu/wp-content/
uploads/2011/04/ECU-EBI-Academic-Generalize-Reinforce-Natural-Occurrences.pdf
They Have Not Had To Do It That Way Before (Generalization)
Finally, the student might not be successful because the instructional materials are too difficult.
Solution: Lower the task difficulty EBI Network Intervention:
Instructional Match◦http://ebi.missouri.edu/wp-content/
uploads/2011/03/ECU-EBI-Academic-Too-Hard-Instructional-Match.pdf
It Is Too Hard (Instructional Match)
Where to Find More Interventions◦ In the classroom (Riley-Tillman and Chafouleas, 2003)
Certain treatments are more effective Certain treatments are more relevant Treatment integrity is key Interventions need to be tailored Interventions are more variable than effective
Texts such a Rathvon’s Effective School Interventions Web resources for evidence-based intervention
strategies◦ Big Ideas in Beginning Reading (U of Oregon):
http://reading.uoregon.edu/◦ What Works Clearinghouse (US Dept of
Education): www.w-w-c.org◦ Intervention Central: www.interventioncentral.org
Where to More Find Interventions
Contact InformationT. Chris Riley-Tillman, Ph.D. Educational, School, and Counseling Psychology16 Hill HallUniversity of MissouriColumbia, MO 65211
education.missouri.edu/faculty/ESCP/Riley-Tillman_T.Chris.php
Direct Behavior Rating: www.directbehaviorratings.com
Evidence Based Intervention Network: ebi.missouri.edu